The document summarizes an Open Educational Resources (OER) workshop held in Amman, Jordan on December 22, 2015. It discusses various topics related to OER including definitions, history, examples, misconceptions, Creative Commons licenses, open textbooks, OER policies, and open educational practices. The workshop covered the Oman experience with OER, the proposed Jordanian OER Center, evidence and impact of OER, and had several questions and answers sessions.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1Michael Paskevicius
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
Introduction to Open Educational Resources for New Teachers Michael Paskevicius
Slides presented to new teachers in our Bachelor of Education Program at Vancouver Island University. Provided an overview of the landscape for content creation, fair dealings, public domain, embeddable content, and Creative Commons
Part of a series introducing Open and Open Educational Resources as a potentially high impact part of supporting the realisation of intended institutional graduate profiles, as described in Nelson Mandela Metropolitan University's Vision2020.
Opening the Gate: Using OER to Create and Share Coursescccscoetc
Presentation given at the eLearning in Colorado Consortium Annual Conference in Breckenridge, CO; April 16-18, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Overview of Open Educational Resources (OERs) [faculty presentation] Rick Reo
Audience: [faculty presentation]
Provides a general overview of copyright-copyleft-public domain with respect to media resources and then demonstrates through examples the wealth of open content digital resources available on the web, including some tools to help create, manage, remix and reuse them.
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
Subsurface Geological Illustration of Proposed Nuclear Power Plant Site Based...Zulfadli .
This Indonesian language paper was orally presented at 41st PIT IAGI 2012 Yogyakarta. The paper discussed about resistivity modelling technique, consistency test, geological modelling, and interpretation of subsurface condition at proposed nuclear power plant site, Ujung Lemahabang. The paper shaped subsurface key information of surveyed area, built solid comprehension and relationships to other studies, and proved effectiveness of CSAMT detection in volcanic environment.
To promote collective partnership, I encourage interested readers to get the printable version of this paper from IAGI.
The presentation explains the copyright issues, open licensing, creative commons licenses, relevance of OER and a few examples.OER, CC, CopyrightRelevance of Open Educational Resources
Paul Stacey University of Northern BC 3-Feb-2011 presentation exploring synergies between open source software, open access research publishing, open educational resources and open government/data.
Presentation by Carl Blyth at "The Power of Openness: Improving Foreign Language Learning Through Open Education", held at the University of Texas at Austin and online on August 9-10, 2012.
What can Open Access offer me as a teacher?: A guide to Open Access and to ed...Stian Håklev
Presentation given with Clare Brett as part of Master of Teachers Tech Day at OISE, Oct 20 2010.
Abstract: Open Access (OA) and Open Educational Resources (OER's) are terms being increasingly used in educational circles. There are a lot of free, well-designed and interesting curriculum resources out there for the discerning teacher to find and use in their classroom. This workshop will provide a tour of some of the key locations for finding such resources for k-12 teachers, as well as introducing you to the ideas behind Open Access in general, and a discussion of interesting new directions for lifelong professional development, such as the Peer-to-Peer university. The workshop will consist of introducing you to the terms and resources of Open Access as well as small group discussions on strategies and issues about using these resources in your classroom. This will be an interactive session, where your questions are welcome and will guide the kinds of materials we discuss.
These powerpoint slides are used in a workshop entitled 'Open for Learning'.
They were produced as part of the JISC funded BERLiN project run by The University of Nottingham, which aimed to publish and share the equivalent of 360 credits of Open Educational Resources (OERs), enhance and expand Nottingham's existing Open Educational Repository (U-Now) and foster OER use and reuse.
Open Educational Resources and Repositories: Discussion Breakout SessionSarah Currier
These slides accompanied a breakout discussion session on open educational resources and repositories at the 2009 Intrallect Conference, 25-26 March 2009.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
Latest developments in open source educational materials including open textbooks. Special talk given to Douglas College Faculty of Science and Technology at their 2012 Christmas Luncheon.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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3. write your relevant text here
Workshop
Topics
OER the beginning
The Open Text Book
Oman Experience
Creative Commons Licenses
1. The Open Text Book
The Jordanian OER
Center Proposal
Open Educational
Practices(OEP)
Evidence and Impact
4. OPEN EDUCATIONAL RESOURCES
(OER)
The most visible impact of the Internet on
education to date has been the Open
Educational Resources movement (OER)
Minds on Fire: Open Education, the Long Tail, and Learning 2.0
by John Seely Brown and Richard P. Adler
“…higher education shall be equally
accessible to all…”
knowledge is a public good
6. The Big Bang of OER: MIT Open
Courseware
6
In 2001, the Massachusetts Institute of Technology (MIT), in an
unprecedented move, announced the release of nearly all its courses on
the internet for free access.
As the number of institutions offering free or open courseware
increased, UNESCO organized the 1st Global OER Forum in
2002 where the term Open Educational Resources (OER) was first
adopted to describe OERs as:
2
“teaching, learning and research materials in any medium, digital or
otherwise, that reside in the public domain or have been released
under an open license that permits no-cost access, use, adaptation
and redistribution by others with no or limited restrictions.”
OCW
OER
2002
Creative Commons is a non-profit organization created at the beginning of this
century and whose most known project is the set of licenses created in 2002 that
have become almost a standard to share contents in the digital context.
7. SO : What are Open Educational Resources ?
Any kind of teaching materials, textbooks, syllabi, lesson
plans, videos, exams assignments, lecture notes…………..
Are free(garneted by an open license) to anyone to access
and,
Include free permission to engage in the 5R activities
Include digital tools to engage, deliver, facilitate , license and
manage OER.
David Wiley
2013
7
8. 5Rs: The Powerful Rights of
Open
Retain
Make, own, and
control your
own copy of the
content
Revise
Adapt,
adjust,
modify,
improve, or
alter the
content
Remix
Combine the
original or
revised
content with
other OER to
create
something
new
Reuse
Use the
content in its
unaltered
form
Redistribute
Share your
copies of the
original
content,
revision, or
remix's with
others
10. OER
OER Textbooks: The rapid rise in the
cost of textbooks, combined with the
high demand for affordable
alternatives, has led to the emergence
of new open publishing efforts for
textbooks and other OER
Open Access (OA) means that items of
scholarly work are made available online,
in a digital format, at no charge to the
reader and with limited restrictions on re-
use.
Open Couse Ware (OCW): Open Course Ware is
the digital publication of high quality educational
materials that are freely and openly licensed, and
are available online to anyone, anytime. They
frequently include course planning and
Open Content
Open Textbooks
Open Courseware
Open Access
Open Educational Resources
Open Contents
11. Open Courseware Open Text book
Open Videos
Lectures, simulation,
animation
Open Access
Repositories,
Portals ,
libraries…
13. The OER movement consists of diverse individuals and
organizations spanning educational institutions, IGOs,
NGOs, governments - and activities at all levels, from
teaching infants to seniors; and ranges across a diversity
of countries around the globe, with varied educational
systems and social, economic and cultural contexts
Stakeholders
13
14. Examples of Institutions Promoting OER
UNESCO
Commonwealth of Learning COL
ALESCO
The William and Flora Hewlett
Foundation
Ford Foundation Vancouver
Foundation, and Wikimedia
Foundation
Shuttleworth Foundation
Gates Foundation
World Bank
World governments
grants of
approximately
$1.9 billion in
2015
Commonwealth of
Learning COL
15. OER VS MOOC
Characteristics OER MOOCs
Use of term “open”. Free to access and reuse,
revise, remix , redistribute
and retain
Free to
access and
use
Form of resource Not an entity Full courses
Audience Focused on teachers learners
Education Type Formal education
Main stream
Non formal
Technology Catalyst for innovation Disruptive
technology
OER VS MOOCs
OER = MOOCs if:
• OER is a full course
• A MOOC has an open license
Open Data =OER if:
• Used as an educational
resource in a learning
setting
16. Misconception of :
OER in The Arab World
Corrections
The term ‘OER’ is not synonymous with online learning,
eLearning or mobile learning. Many OER — while shareable in a
digital format — are also printable.
من التعليم وسائل تطور
التعليمية المصادر خالل
المفتوحة
Open Education Week in
the Arab World التعليم أسبوع
العربي العالم في المفتوح
Open Education
Week in the Arab
World 2
20. One Case of Infringements 3Publishers of commercial Textbooks
(CAMBRIDGE UNIVERSITY PRESS, OXFORD UNIVERSITY PRESS, INC.,
SAGE PUBLICATIONS, INCued ) Sued Georgia State University For using
excerpts from digital textbooks for their students
The university payed to the publishers totaling
$4,722,686.24 in FY 2009 and $5,165,445.10 in FY 2010,
21. ● Whole
courses
● Lecture
notes
● Presentation
slides
● Lecture
hand-outs
● Lecture
recordings
● Assignments
● Tests or
Exams
● Reading lists
● Images
● Videos
● Simulations
● Text books
● Students’
work
21
Science
Engineering
Art
Mathematic
Computer
Science
Physics
Humanities
Economy
Human
Resource
Etc.
Educational Resources Available on the Internet
BYRESOURCE
BYSUBJECT
HUMAN
KNOWLEDGE
IS DIGITIZED
HUMANS ARE
CONNECTED
Before 2002 Monopoly of Giant
PD
Digitization of information in all media,
combined with its increasingly
widespread access, has introduced
significant challenges regarding how to
deal with issues of intellectual property
such as copyright.
22. 22
The Cost of a Copy
The Distribution
Economy of Scarcity
Value of Things
The Openness
Movement
The Magic of Digitization
The Giving of Things
Sharing
Physical World Internet World
28. Three “Layers” Of Licenses
<a rel="license"
href="http://creativecommons.org/licenses/by/4.0/"><im
g alt="Creative Commons License" style="border-
width:0"
src="https://i.creativecommons.org/l/by/4.0/88x31.png"
/></a><br />This work is licensed under a <a
rel="license"
href="http://creativecommons.org/licenses/by/4.0/">Cre
ative Commons Attribution 4.0 International
License</a>.
Machine Readable
Human Readable
Legal Code
28
29. How TO License Your Work(Resource)
In Less than 2 Minutes
35. Challenges With Traditional Textbooks
No textbook fits exactly and it’s all or nothing
High prices
Textbooks are bundled with [too] many resources, labs etc.
Print textbooks don’t have the advantages of e Textbooks
– but commercial e Textbooks are not open
The problem with new editions
The Digital Native Student
Localization and culture environment
The Lecturer's students notes practices
The challenge of the availability of OER contents
35
36. The emergence of The Open
textbooks
36
The average student can expect to pay
$1,200
on textbooks and course materials in 2014-
15.
37. Open Textbook Definition
An open textbook is a textbook licensed under
an open copyright license, and made available
online to be freely used by students, teachers
and members of the public. Many open
textbooks are distributed in either print, e-book,
or audio formats that may be downloaded or
purchased at little or no cost
1 5
Static
Dynamic
Interactive
Open Textbooks
38. 38
The Assayer
BOOKBOON.com **
College Open Textbooks Blog
Community College Open Textbook Collaborative
Community College Open Textbook Collaborative
Ning
Community College Consortium for Open
Educational Resources: Open Textbooks
California Learning Resource Network (CLRN)
Connexions
E-Books Directory
Feedbooks
Flat World Knowledge **
FreeBooks4Doctors
http://open.campusmanitoba.com/find-open-
textbooks/
http://open.umn.edu/opentextbooks/
http://research.cehd.umn.edu/open/open-textbook-
network/
Examples of Open Text Books Initiatives(US)
Free Online Textbooks on Mathematics
FreeTechBooks
Internet Archive
Kahn Academy (Materials Type: Instructional Videos and
Exercises)
MERLOT (Materials Type: Textbooks)
OER Commons (Material Type: Textbooks)
Open Textbooks: The Student PIRGs (Make Textbooks
Affordable)
OpenStax College (Materials Type: Textbooks)
Orange Grove Open Textbooks
Oriental Institute of the University of Chicago
Student Public Interest Research Group (SPIRG) & Faculty
Statement of Support of Open Textbooks
Textbook Media **
Textbook Revolution
The Global Text Project
Wikibooks
Quality
Adapt
PDF
39. The Project
Don’t reinvent it by Andrea Hernandez released under CC-BY-NC-SA and based on Wheel by Pauline Mak
released under CC-BY license
41. OER POLICIES
41
1. Government Role
2. Policy Levels
3. Curriculum Design/Materials Development
4. Human Resource Policy
5. Example
42. Governments play a crucial role in setting policies that help
to shape the direction of education systems, and policies
can accelerate or impede the adoption and creation of OER.
Additionally, the presence of country policies that are
supportive of OER can be used as a gauge to determine
levels of commitment to OER. The lack of such frameworks
can limit and delay the process of adoption or may even
discourage institutions from pursuing OER undertakings.
The Role of Government Policy in
Stimulating Effective Use of OER
in Education
42
44. Curriculum Design/Materials
Development Policy
● Material will first be sourced from open content.
● Adopt, adapt, create.
● Support education institutions (individually or
collectively) and organizations to invest resources in
the production and sharing of high quality educational
resources and ongoing improvement and updating of
curricula and teaching materials.
● Eliminate unnecessary duplication of effort by
building on what already exists elsewhere, take
advantage of pooled alternative resources, remove
costs of copyright negotiation and clearance, and -
over time - engage open communities of practice in
ongoing quality improvement and quality assurance
44
45. 3. Human Resource
Policy
● Incorporate the development of OER in job
descriptions.
● OER produced by faculty members should
count towards career advancement.
● OER production and publishing would be
recognized and given similar credit as peer-
reviewed publications
● Colleges should allow time allocation for
faculty to produce OER materials.
● Staff involved in OER production would be
eligible to receive OER Reward (when
available). 45
46. ● Funded by the US Department of Labor
● $2 billion over 4 years
● All courseware openly licensed (CC BY)
46
TAACCCT
Trade Adjustment Assistance Community College & Career Training
http://creativecommons.org/weblog/entry/38818
Example:
50. This work is licensed under a Creative Commons Attribution 3.0 Unported License.This License is registered
for Dr. Khalaf Al-Tell
What is Open Educational
Practices (OEP)
“OEP are defined as practices which support the (re)use and
production of OER through institutional policies, promote
innovative pedagogical models, and respect and empower
learners as co‐producers on their lifelong learning path”
OER OEP
2001 2006/7
51. OER
building more access to
digital content
doing old things in new ways
shifts the focus to doing new things
(e.g., developing new capacities) in
new ways (e.g., using OER).
OEP
51
“Delivering OER to the still dominant model of teacher-centered. knowledge
transfer will have little effect on equipping teachers, students and workers with the
competences, knowledge and skills to participate successfully in the knowledge
economy and society… [there is] the need to foster open practices of teaching and
learning that are informed by a competency-based educational framework”
56. Evidence and
Impact
56
Measuring the impact of OER is not
simply about whether OER are being
produced or used, but whether they
are having a transformative effect on
the way teachers and learners
collaborate.
57. CC-BY 4.0 Bea de los Arcos
oerresearchhub.org
#oerrhub @OER_Hub
• Open research project funded by William & Flora Hewlett Foundation
• Aiming to build the most comprehensive picture of OER impact
• Open collaboration model across different educational sectors
• Global reach but with a USA focus
• Fellowship Scheme
• Researching openness in the open
58. 58
The Open Educational Resources Research Hub (OER Research Hub) provides
a focus for research, designed to give answers to the overall question ‘What is
the impact of OER on learning and teaching practices?’ and identify the
particular influence of openness. We do this by working in collaboration with
projects across four education sectors (K12, college, higher education and
informal)
Open Educational Resources Research
Hub (OER Research Hub) Project
By country of residence: All responses considered (N=6335), there are 180
different countries whose citizens report using OER, the highest
percentages in the United States (35.3%, n=2236), United Kingdom (19.4%,
n=1229), India (3.6%, n=226), Canada (3.3%, n=211), South Africa (2.5%,
n=160), Australia (2.3%, n=143) and China (2%, n=125).
What is the impact of OER on learning and teaching
practices?
59. 7,498 responses from 182 countries:
44.4% informal learners,
28.4% formal learners,
24.3% educators,
2.9% librarians;
50.7% female; 48.3% male;
65% speakers of English as first language;
11% declare a disability;
34% hold a postgraduate degree;
35% use OER in Science.
Data
60. Keyword Hypothesis
Performance OER improve student performance/satisfaction
Openness People use OER differently from other online materials
Access OER widen participation in education
Retention OER can help at-risk learners to finish their studies
Reflection OER use leads educators to reflect on their practice
Finance OER adoption brings financial benefits for
students/institutions
Indicators Informal learners use a variety of indicators when
selecting OER
Support Informal learners develop their own forms of study support
Transition OER support informal learners in moving to formal study
Policy OER use encourages institutions to change their policies
Assessment Informal assessments motivate learners using OER
60
61. Impact /Evidence Results
Open education models lead to more equitable access to education, serving a
broader base of learners than traditional education; +/-
Use of OER is an effective method for improving retention for at-risk
students;+
Use of OER leads to critical reflection by educators, with evidence of
improvement in their practice; +
OER adoption at an institutional level leads to financial benefits for students
and/or institutions; +
Informal learners use a variety of indicators when selecting
OER; +
Informal learners adopt a variety of techniques to compensate for the lack of
formal support, which can be supported in open
courses; +
Open education acts as a bridge to formal education, and is complementary,
not competitive, with it; +
Participation in OER pilots and programs leads to policy change at
institutional level; +
Informal means of assessment are motivators to learning with OER. +
61
62. Impact Of OER On Student
Performance: Non-grade Related
Aspects
68. ResultsStudy
A multi-institutional study
of the impact of open
textbook adoption on the
learning outcomes of
postsecondary students
Lane Fischer1 • John
Hilton III1 • T. Jared
Robinson2 • David A.
Wiley3
This is by far the largest study of its
kind conducted to date—nearly 5000
postsecondary students using OER
and over 11,000 control students using
commercial textbooks, distributed
among ten institutions across the
United States, enrolled in 15 different
undergraduate courses. In three key
measures of student success—course
completion, final grade of C- or higher,
course grade– students whose faculty
chose OER generally performed as well
or better than students whose faculty
assigned commercial textbooks.
J Comput High Educ
(2015) 27:159–172 DOI
10.1007/s12528-015-9101-
x
68
73. Awareness program
Collages of Technology
2012-2015 General Workshops Conducted at
Muscat,Musana,Salalah,Shinas ,Nizwa
2013-2014 HCT Science department OER project
2014-2015 Math OER project(Musana,Shinass)
2014-2015 HCT Science department project
79. 1-Physics: PHYS1100
Open Textbook : Rice University Open stack Physics Delivery
2-Chemistry : CHEM1100
Open Textbook : Introduction to Chemistry Delivery
3-Biology
Open Textbook : Introduction : The Nature of
Science and Biology
4-Calculus-I,MATH 1200
Open Textbook : Calculus
Delivery
Delivery
Delivering Science Courses using OER
2013-2014
80. TEXTBOOKS ADOPTION PROCESS by Dr. Khalaf Al Tell is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike
3.0 Unported License.
81. Selection criteria
Learning outcomes and objectives
Select Open Text Book and Reference
Licensing
Adopt/Adapt process
How it will be used in the Course
Quality Process
Dissemination Policy To Students
PROCESS…
82. List keywords based on course objectives or student learning
outcomes.
PHYS 1200 Physics I 4 Credit
Hours
Prerequisites: Math 1100
Goal To equip the student with a strong understanding of the fundamentals of
physics to enable him/her to apply such understanding to his/her studies.
Objectives Outcomes
This course should enable the student to:
1. Explain the behavior of the physical world
around him/her by constructing a logical
structure of it
2. Apply the concepts of physics in his/her field
of study and everyday life
3. Relate the concepts of physics to the
advancement of technology
4. Understand and relate the different
phenomena in the world
5. Control the physical aspects of the world
beneficially
6. Approach problems, predict their results in
advance, and solve them in quantitative and
qualitative manners
7. Gain a broader understanding of other
sciences
Upon completion of the course, the student will be
able to
1. Identify the use of S.I. system of
measurement and how it is used in
engineering
2. Recognize and manipulate the
mathematical relationships between
quantities
3. Plot technical graphs
4. Apply the basic principles of cosmology and
astrophysics
5. Identify and describe the different types of
materials and their uses
6. Define, analyze and experimentally
demonstrate the electrical properties of
matter
7. Apply and experimentally demonstrate the
laws of elementary mechanics
8. Define and analyze objects/systems for
work and energy and experimentally
demonstrate work and energy
9. Define, apply and experimentally
demonstrate the concepts of linear and
angular momentum
10. Analyze systems/objects using the laws of
conservation of energy and momentum
11. Define, apply and experimentally
demonstrate the concepts of rotational
motion
12. Define, analyze and experimentally
demonstrate the concepts of oscillation
13. Define and apply the laws of gravitation
14. Define, apply and experimentally
demonstrate the concepts of electric fields
and forces
15. Define and apply the concepts of electrical
currents
Step One
SI system measurements
Laws elementary mechanics
Gravitation laws ,electrical
fields ,currents, DC circuit
Course Title
Key Words
Learning
outcomes
83. Searching
2-Repositories Use Key words
Step Two:
1- Open text initiatives Use Course Title
3- Use ISBN(International Standard Book Number)
84. This work is licensed under a Creative Commons Attribution 3.0 Unported License.This License is registered
for Dr. Khalaf Al-Tell
1- Searching Open Text book Initiatives
Using Course Title
Open Text book
Initiatives
86. 86
Progress
Staff training on the process to change
to OER -OER awareness-Creative
Commons-Searching
Staff identified open text books and
open educational resources
Familiarization with MOODLE
87. 87
Challenges/Staff
1.Staff resistance to change
2.Staff Capacity building and training in 4 areas:
-OER
-Technology :Moodle -Virtual class room
-Methods of SCL Social software
-Student Center Learning Pedagogy
-Student’s Assessments
3. Staff incentives and time
4. Lack of instructional designer-multimedia expert
Creative commons license clearness-
5. Bylaws and regulations-Policies
88. 2-Challenges/Students
1. Need to train students on new delivery method
2.Accessebility issues to the internet 24/7
3.Collaborations among students
4.Language
3-Challenges/Technology
1. Bandwidth
2. Repository/Delivery
90. 90
The Jordanian National Center
for Open Educational Resources
Proposal
Challenges HE-Jordan
Challenges Transformation of
Education
Jordan OER Center Proposal
91. 1. Cruel mismatch between the focus of university programs and the
needs of the labor market.
2. Education , acquisition of knowledge continues to be defined as a
process of teaching rather than learning.
3. Increasing cost of providing education
4. Lack of sharing and collaborations
5. Lack of transparency of education practices among higher institutes
6. Minimum use of technologies
7. High student staff ratio
8. Duplication and waste of effort
9. Inability to meet present and future Higher education participation and
enrolment
10. The obsoleteness of higher education and poor quality of resources
11. lack of flexibility to validate knowledge acquired outside the
institutional structure
Higher Education In Jordan
Challenges
أ.د.ا الساللم عبدﻟﻤجالي-أ.د.غرايبة فوزي-أ.د.المعاني وليد-أ.د.أ كمال راسم مروان.د.البخيت عدنان محمد-أ.د.الحنيطي الرحيم عبد-أ.د.البطي أنورخي-
أ.د.أ عويس وجيه.د.الطويسي عادل-أ.د.سليم ماهر-أ.د.ا يعقوب أحمدﻟﻤﺠدوبة-د.د العجيلي شهال.الخضرا عوني وفاء
1-العلمي البحث مجلهالعدد(1)ت1-ك1(2009)
2-منتدىالتعليم تطويرشباط العالي2007
3-مؤتمر(التعليم..وطموح واقع)يونيو2015
1
91
96. 96
Why a Government
Center ?
1. There are more than 30 Gov/Priv HEI in Jordan - Management and
application of OER centrally will save wastages and repetition
2. A uniform OER policy must be adopted for all HE Institutes in Jordan.
3. There is a need to establish a centralized repository for all educational
institutes in Jordan. In addition to OER network among HE institutes
4. Harness international organizations support and collaborations
5. OER requires collaboration and sharing among HE in Jordan and
internationally
6. Only by official intervention , it can foster , and stimulate and accelerate
adoption process of OER (CATCH THE TRAIN)
98. Activities at HE institutes
Establish group of
faculty at each
institute
Liaise among similar domain
Universities
1-Transform to OE
2-Adopt
3-Adapt
4-Author
Quality
Assurance
Technology
98
Centralized Repository
99. Strategic Issues:
What is the Impact of the project/center on academic teaching, learning, economic
and social ?
Incentives and Training:
How we will motivate academic society to participate. Awareness and Training ?
Research component :
The need to establish a research component to study the benefits of the project
on student, quality improvements, collaboration, transparency, pedagogy and
academic staff
6 Components of the Activities Center
Policy:
The need to establish policies at Government and institutional levels
The need to implement the creative commons licenses
Technology:
Repository, Tools, LMS , Standards
99
100. 100
Ministry of Higher
Education And
Academic
Research
Research &
Development
Training &
Capacity
Building
Intellectual
Property
Rights &
Policy
Technology
Repository&
Digital Support
The Jordanian National Center For
Open Educational Resources(OS)
Center
Director
Jordan Public and Private Universities
101. 101
Training &
Capacity Building
Provide OER workshops and training for academics,
librarians, instructional designers, and concerned staff
at all higher educational institutes
Train the trainers model
On Line supported
102. 102
Intellectual Property
Rights
& Policy
Provide guidelines for open licensing for educational
institutions in Jordan
Develop OER policy for educational institutions
Develop a strategy for including OER as an alternative to
traditional and commercial learning materials for formal and
non-formal education in Jordan
103. 103
Research & Development
Set up research to validate cost-efficiency of OER in
different domains
Set up research to validate learner-centered quality
mechanisms for OER
Identify how OER can be included in educational
infrastructure projects
Support standards development and implementation
105. Expected Benefits
1. Reduce the cost of education and improve the quality in educational
institutes
2. Access to quality educational resources from the best universities
3. Support the transformation to student- centered learning
4. Support Transparency of the education system at all levels
5. Support Collaborations among Educational Institutes
6. Support distance education
7. Eliminate redundancy and wastages of the educational system
8. Standardization of delivery
9. Increase equity and social justice
10.increases opportunities of provision and recognition of lifelong
learning
11.Support transformation to Knowledge Economy
12.Support collaboration with universities world wide
13.Attract International funding's
105
106. What are the main challenges for the Jordanian
government in adopting, promoting and
incentivizing Open Education Resources ?
The lack of policies and frameworks, and the need to
translate policies into action
Resistance to change and powerful lobbying groups
Linguistic and cultural hindrances to the use and reuse of
OER
The culture of open sharing is not yet understood,
accepted and anchored in the Jordanian education
system
Resistance and fear of transparency and openness
106